TK is always in a state of flux, as tech is constantly changing, modernizing and updating.
A Definition: Fluency of Information Technology (FITness) is defined as requiring that persons understand information technology broadly enough to apply it productively at work and in their everyday lives. FITness, therefore, requires a deeper, more essential understanding and mastery ofinformation technology for information processing, communication, and problem solvingthan does the traditional definition of computer literacy. This conceptualization of TK does not posit an “end state,” but rather sees it developmentally, as evolving over a lifetime of generative, open-ended interaction with technology.
Another definition stresses knowledge about software AND hardware...
How this connects to our teaching....
Some schools have a Computer Lab & Specialized position who is “tech fluent” that teaches “computer class” in isolation vs. classroom teachers with some to limited knowledge/fluency and limited accessibility to tech to integrate and weave into natural learning tasks and skills, in the classroom. At another school, we have an SEA/TA that is our “techie” and we rely on her to trouble shoot everything- from the new photcopy/scanner, to the SMART Boards, to the digital camera and district/network folders. She is retiring at the end of this year and we can technologicaly dependent on her for EVERYTHING. We realize that her time is now limited with us yet we have not made the time to seek out her skills or learn from her. Perhaps her retirement will create the motivation and learning curve to improve our TK.
We were told that if we didn’t use the SMART Boards, that they would be taken away from us! Take about learning under fire! This has got some teachers moving and using what TK they do have, and learn on the fly.
PRO - D experiences are sometimes tech specific, but lose their staying power if it is not tied to content specifically.
Hidden curriculum... sometimes teachers teach content and try to incorporate technology, but do not actually teach the tech - creating a hidden curriculum. For example, teachers that want typed reports, powerpoint presentations, etc.
Tech experience is often not “compatible” with hardware that schools offer (Macs vs. PCs) - students use apples, teachers have PCs.
Regardless, this requires time and willingness to apply and use tech into content/curriculum
We all have SOME element of tech knowledge. We tend to use what we feel most comfortable with (fluent with) and can become stuck and limited by what we know, since we don’t know what we don’t know....yet!
When do we teach these skills vs. naturally integrate? When do we start? Primary students … what is the time commitment? What would we expect them to know? What is the purpose for a young child to be fluent in tech? Needs based or opportunity for all- equity... What is the definition of tech fluency for young children...
Tech fluency is NOT referred to in our IRPs... so how we set the bar is complicated because it is self-directed by teachers. Then one’s priorities, time, values, and ability come into play...and what’s best for the student, for their success in life. In one school, the tech expert has designed learning outcomes based on an amalgamation of several districts’ work. The ministry is behind the times on determining a technological agenda. (it’s coming, we know).
When and how should 21st Century tech use be implemented and what gives in order for this to happen....?
In OUR practices...
- tech knowledge taught separately for most students (one teacher’s school). Access to tech limits class opportunities.
- one goal... to teach our students the proper, ethical use of certain technologies - re: cybersafety, etiquette, etc. Respect the power of technology... digital footprints and such.
This all depends on out priorities.... but:
- when we were kids, learning “BASIC” programming
- younger students: “All the right type” - is this even practical?
- using word processing skills to write and edit English or LA assignments
- introducing spreadsheets as ways to organize information in math
- different software programs for presentation
- I’ve used Prezi, Xtranormal, powerpoint, etc. for presentations
These are all examples of technology coordinating with content and/or pedagogy.... The point is that the technology MUST have some sort of purpose beyond just being for technology’s sake.
TK is always in a state of flux, as tech is constantly changing, modernizing and updating.
A Definition: Fluency of Information Technology (FITness) is defined as requiring that persons understand information technology broadly enough to apply it productively at work and in their everyday lives. FITness, therefore, requires a deeper, more essential understanding and mastery ofinformation technology for information processing, communication, and problem solvingthan does the traditional definition of computer literacy. This conceptualization of TK does not posit an “end state,” but rather sees it developmentally, as evolving over a lifetime of generative, open-ended interaction with technology.
Another definition stresses knowledge about software AND hardware...
How this connects to our teaching....
Some schools have a Computer Lab & Specialized position who is “tech fluent” that teaches “computer class” in isolation vs. classroom teachers with some to limited knowledge/fluency and limited accessibility to tech to integrate and weave into natural learning tasks and skills, in the classroom. At another school, we have an SEA/TA that is our “techie” and we rely on her to trouble shoot everything- from the new photcopy/scanner, to the SMART Boards, to the digital camera and district/network folders. She is retiring at the end of this year and we can technologicaly dependent on her for EVERYTHING. We realize that her time is now limited with us yet we have not made the time to seek out her skills or learn from her. Perhaps her retirement will create the motivation and learning curve to improve our TK.
We were told that if we didn’t use the SMART Boards, that they would be taken away from us! Take about learning under fire! This has got some teachers moving and using what TK they do have, and learn on the fly.
PRO - D experiences are sometimes tech specific, but lose their staying power if it is not tied to content specifically.
Hidden curriculum... sometimes teachers teach content and try to incorporate technology, but do not actually teach the tech - creating a hidden curriculum. For example, teachers that want typed reports, powerpoint presentations, etc.
Tech experience is often not “compatible” with hardware that schools offer (Macs vs. PCs) - students use apples, teachers have PCs.
Regardless, this requires time and willingness to apply and use tech into content/curriculum
We all have SOME element of tech knowledge. We tend to use what we feel most comfortable with (fluent with) and can become stuck and limited by what we know, since we don’t know what we don’t know....yet!
When do we teach these skills vs. naturally integrate? When do we start? Primary students … what is the time commitment? What would we expect them to know? What is the purpose for a young child to be fluent in tech? Needs based or opportunity for all- equity... What is the definition of tech fluency for young children...
Tech fluency is NOT referred to in our IRPs... so how we set the bar is complicated because it is self-directed by teachers. Then one’s priorities, time, values, and ability come into play...and what’s best for the student, for their success in life. In one school, the tech expert has designed learning outcomes based on an amalgamation of several districts’ work. The ministry is behind the times on determining a technological agenda. (it’s coming, we know).
When and how should 21st Century tech use be implemented and what gives in order for this to happen....?
In OUR practices...
- tech knowledge taught separately for most students (one teacher’s school). Access to tech limits class opportunities.
- one goal... to teach our students the proper, ethical use of certain technologies - re: cybersafety, etiquette, etc. Respect the power of technology... digital footprints and such.
This all depends on out priorities.... but:
- when we were kids, learning “BASIC” programming
- younger students: “All the right type” - is this even practical?
- using word processing skills to write and edit English or LA assignments
- introducing spreadsheets as ways to organize information in math
- different software programs for presentation
- I’ve used Prezi, Xtranormal, powerpoint, etc. for presentations
These are all examples of technology coordinating with content and/or pedagogy.... The point is that the technology MUST have some sort of purpose beyond just being for technology’s sake.